scholarly journals Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

2021 ◽  
Author(s):  
Gulled M. Yasin
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Primary Schools ◽  
Formal Education ◽  
Teaching Experience ◽  
Teacher Qualifications ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Average Value ◽  
Teacher Qualification

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 > F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

scholarly journals Views of secondary school students on ideal teacher qualifications: A phenomenological analysis

2021 ◽  
Vol 10 (1) ◽  
pp. 317
Author(s):  
Fatma Kalkan ◽  
Emine Dağlı
Keyword(s):  
Secondary School ◽  
Classroom Environment ◽  
Secondary School Students ◽  
Teaching Profession ◽  
Teacher Qualifications ◽  
School Students ◽  
Ideal Teacher ◽  
Interview Technique ◽  
Grid Technique ◽  
Academic Year

This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.

Segregation, Desegregation, and Resegregation in Cincinnati: The Perspective of an African American Principal

2006 ◽  
Vol 16 (3) ◽  
pp. 265-291 ◽  
Author(s):  
Lionel H. Brown ◽  
Gulbahar H. Beckett ◽  
Kelvin S. Beckett
Keyword(s):  
Student Achievement ◽  
African American ◽  
White Students ◽  
African American Students ◽  
School Funding ◽  
Board Of Education ◽  
Teacher Qualifications ◽  
Black Schools ◽  
American Students ◽  
Black School

Recent research on Brown v. Board of Education has emphasized continuing disparities in the education of White and African American students. This research has used the failure of desegregation to account for persisting gaps in White and Black school funding, teacher qualifications, and student achievement. But the current focus on the failure of desegregation has overshadowed an equally significant but underreported success in the area of improving education for African American students. According to the most recent findings on student achievement, for example, the gaps between African American and White students are again narrowing, in some cases approaching zero. The present article shows that the failure of desegregation is not the only, nor is it likely to prove to be the most enduring, legacy of Brown. At the same time that desegregation was being resisted and ultimately reversed in Cincinnati, as elsewhere, Brown was inspiring an emphasis on quality education that resulted in two of the city's worst-performing Black schools’ being transformed into schools of excellence.

Commitment to the profession of ELT and an organization: A profile of expat faculty in South Korea

2020 ◽  
pp. 136216882093881
Author(s):  
Ian Moodie
Keyword(s):  
South Korea ◽  
Affective Commitment ◽  
English Language ◽  
Turnover Intentions ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Occupational Commitment ◽  
Teacher Qualifications ◽  
Normative Commitment

Despite its attention in the field of education, occupational commitment has received little attention in language teaching research. To address this gap, the study generates an occupational commitment profile of expatriate English language teachers and investigates how commitment relates to their age, sex, teaching experience, and qualifications. Eighty-two native English-speaking teachers at a private university in South Korea participated in the study by completing a survey measuring their affective, continuance, and normative commitment to the profession of English language teaching (ELT) and to their workplace. The descriptive results indicated that the sample had high affective commitment to the profession of ELT but low overall commitment to their organization. Results from MANCOVA, which controlled for the covariates of age and sex, indicated that respondents with teacher qualifications from their home countries tended to have higher levels of affective and normative commitment to the profession of ELT and to their workplace than respondents without teacher qualifications. However, no differences in commitment were found between respondents with ELT qualifications and respondents without ELT qualifications, nor were any differences found in commitment associated with ELT experience. Because affective-normative dominant profiles are associated with better workplace outcomes, such as effort given to an organization and lower turnover intentions, further consideration of this finding should be of high priority in language teacher commitment research.

Sign in / Sign up

Export Citation Format

Share Document